2020 AERA Annual Meeting MINI PROFESSIONAL DEVELOPMENT ... · 2020 AERA Annual Meeting MINI...
Transcript of 2020 AERA Annual Meeting MINI PROFESSIONAL DEVELOPMENT ... · 2020 AERA Annual Meeting MINI...
2020 AERA Annual Meeting
MINI PROFESSIONAL DEVELOPMENT COURSE DESCRIPTIONS
PDC14 Advanced Topics in Propensity Score Methods
Instructors: Haiyan Bai, University of Central Florida; Wei Pan, Duke University; Xing Liu, Eastern
Connecticut State University
Date: Saturday, April 18, 2020
Time: 8:00 a.m. - 12:00 p.m.
Fee: $115
This course will introduce advanced topics in propensity score methods (PSMs) related to their
applications to empirical data with available software packages in R. The course will integrate problem-
based instructions, demonstrations with real data, and hands-on activities to facilitate learning.
Objectives of the course are for participants to be able to (1) check assumptions of PSMs; (2) select
covariates for propensity score models; (3) apply PSMs to data with multiple treatments; (4) implement
PSMs with complex data such as clustered, longitudinal, and survey data; (5) conduct outcome analysis
with PSMs; and (6) conduct sensitivity analysis after applying PSMs. This course is appropriate for faculty
members, graduate students, and researchers with basic knowledge of PSMs. Prior to this course,
participates are expected to review the basic concept of PSMs, such as propensity score matching.
Required materials and data sets for class demonstration and practices will be provided through a
course website specifically created by the course instructors. The instructions for how to download R
and related packages will be provided before the course through email and the course website.
PDC15 Intermediate Winsteps Techniques: Rasch Analyses for the Social and Behavioral Sciences
Instructors: Stefanie A. Wind, The University of Alabama - Tuscaloosa
Date: Saturday, April 18, 2020
Time: 8:00 a.m. - 12:00 p.m.
Fee: $115
This course provides experience using the Winsteps program to conduct a variety of Rasch
measurement theory analyses. The course content includes (1) overview of Rasch models and review of
basic Winsteps techniques; (2) recoding responses (e.g., reverse-coding, collapsing categories); (3)
analyzing mixed-format responses; (4) anchored designs (e.g., equating); (5) differential item
functioning; (6) batch mode (e.g., for simulations); and (7) questions and answers and assistance with
participants’ projects.The course includes theoretical discussions related to each topic to guide
participants toward sound decision-making and meaningful interpretation of results. Through lecture
and hands-on exercises participants will (1) describe major characteristics and uses for Rasch models; (2)
make informed decisions for conducting Rasch analyses; (3) use Winsteps to conduct basic and
intermediate Rasch analyses; and (4) interpret the results from basic and intermediate Rasch analyses.
Participants should have a basic familiarity with Rasch models and their uses (sophisticated
mathematical understanding not required) and a basic familiarity with the Winsteps software (e.g.,
ability to run a Winsteps program using an example). Participants will use instructor-provided data or
their own data to practice running analyses. Required material and software: (1) laptop computer able
to run Windows, and (2) free or full version of Winsteps software.
PDC16 Introduction to Infographics and Data Visualization
Instructors: Dino Sossi, Teachers College, Columbia University; NYU; Columbia SIPA
Date: Saturday, April 18, 2020
Time: 8:00 a.m. - 12:00 p.m.
Fee: $75
Introduction to Infographics and Data Visualization is an applied course that introduces participants to
design principles and techniques for effective visualization focusing on qualitative data. Visualizations
graphically depict information to foster communication, improve comprehension, and enhance decision
making. This introductory course will help students who are new to the infographics field learn to create
their own visualizations to communicate complex educational/social issues. It will also give them the
opportunity to begin to learn how to teach design techniques to their own classes. Students will begin to
understand how visual representations can improve data comprehension, learn techniques to facilitate
the creation of infographics, and use widely available online software. This is a course for beginners. It
may be of interest to graduate students, early career scholars, early-level researchers, and others who
are interested in infographics or data visualization regardless of their area of expertise. A laptop
computer with internet connection and a current browser (e.g., Chrome) is required. This course is a
combination of interactive lecture and hands-on analog and digital (e.g., computer-based) exercises.
Students will be directed to create their own infographic during the course.
PDC17 Non-commercial IRT-based Simulation Software: WinGen3, SimulCAT, MSTGen, and IRTEQ
Instructors: Hanwook (Henry) Yoo, Educational Testing Service; Chris Han, Graduate Management
Admission Council; Hyeonjoo J. Oh, ETS
Date: Saturday, April 18, 2020
Time: 8:00 a.m. - 12:00 p.m.
Fee: $115
This course introduces four item response theory (IRT)–based simulation computer programs: (1)
WinGen3 for generating IRT parameters and item responses; (2) SimulCAT for simulating computer-
adaptive testing administrations; (3) MSTGen for simulating multistage testing administrations; and (4)
IRTEQ for implementing IRT equating. These software tools support various IRT models and
comprehensive features with an intuitive, user-friendly interface, Participants will gain an understanding
of the importance of IRT-based simulation as well as of the practical constraints and challenges of
simulation-based research. The course delivers essential psychometric knowledge and professional
simulation skills, as well as passing down practical tips for writing well-defined and impactful research
questions for the simulation study. The course is intended for junior-level practitioners and graduate
students who need to conduct comprehensive data simulations in educational research. It is
recommended for participants to have some background knowledge in modern test theory (a.k.a., IRT),
including differential item functioning, scaling and equating, and computerized adaptive testing and
multistage testing issues, but these are not required. Demonstrations and hands-on practice will be
conducted with proposed noncommercial (free) software programs. Attendees should bring their own
laptops and the most recent version of four programs installed (www.hantest.net). Instructors will send
electronic training materials via email at least two weeks before the Annual Meeting so that pre-
registered participants can practice the basic steps of simulating work in advance.
PDC18 Sharing Your Research with the World
Instructors: Jenny Grant Rankin, University of Cambridge
Date: Saturday, April 18, 2020
Time: 1:00 p.m. - 5:00 p.m.
Fee: $75
This course focuses on how to communicate research to large, diverse audiences. It is appropriate for
participants who have researched (or are currently researching) any topic within the education field and
who want their findings to reach as many people as possible in order to help as many students as
possible. Participants will learn about a variety of opportunities, how to land those opportunities, and
strategies to maximize the opportunities to share their work with varied audiences. The course is split
into three sections: laying the groundwork (branding, websites, social media, etc.); speaking (TED talks,
conferences, media interviews, NPR/radio, etc.); and writing (book deals, journals, magazines, etc.).
Sections involve audience participation, interaction, and hands-on activities to apply concepts to
participants’ circumstances. Attendees will also learn about resources available to women and
traditionally underrepresented groups so more diverse perspectives are represented in field dialogue. In
addressing significant professional development issues (e.g., writing and speaking strategies), this course
will encourage more dynamic, memorable research presentations and accessible, widespread
communication of education research findings.
PDC19 Using R Software for Item Response Theory (IRT) Model Calibrations
Instructors: Ki Matlock Cole, Oklahoma State University; Insu Paek, Florida State University; Sohee Kim,
Oklahoma State University
Date: Saturday, April 18, 2020
Time: 1:00 p.m. - 5:00 p.m.
Fee: $115
This interactive course will introduce the concepts of unidimensional IRT models and provide
instruction, demonstration, and hands-on opportunities using the free R software to estimate commonly
used IRT models. Participants will receive a copy of Using R for Item Response Theory Model
Applications, written by the course instructors. Concepts of commonly used unidimensional IRT models
will be taught (e.g., Rasch, 1PL, 2PL, 3PL, GR, and GPC), with little focus on statistical theory. Participants
will receive detailed training on how to correctly execute the R IRT packages and interpret the results,
with ample opportunities for hands-on analysis. Example data sets will be provided for practical
applications. The target audience for this course includes graduate students, practitioners, and
researchers interested in advancing their knowledge of IRT and enhancing their skills using R to do IRT
analysis. A basic understanding of IRT is highly recommended. Prior knowledge of R is not required.
Familiarity with writing syntax may also be helpful for using R but is not essential. Participants should
bring their own laptop with the free R software and packages installed. Participants may also bring their
own data set for more hands-on assistance.
PDC20 Using School-Level Data from the Stanford Education Data Archive
Instructors: Sean F. Reardon, Stanford University; Benjamin R. Shear, University of Colorado - Boulder;
Erin Michelle Fahle, St. John's University; Andrew Ho, Harvard University
Date: Saturday, April 18, 2020
Time: 1:00 p.m. - 5:00 p.m.
Fee: $115
The Stanford Education Data Archive (SEDA) is a growing, publicly available database of academic
achievement and educational contexts. The nationally comparable achievement data are based on
roughly 330 million standardized test scores for students in nearly every U.S. public school in third
through eighth grade from the 2008–09 through 2015–16 school years. This course is intended to
introduce researchers of all levels, practitioners, and policy makers to the SEDA data for use in their
work. The instructors will provide a description of SEDA’s contents and construction, focusing on the
newly added school-level test score estimates and covariate data. The course will include conceptual
overviews of the construction of SEDA along with hands-on activities designed to help users engage
directly with the school-level data. All attendees should bring a laptop in order to engage in the
activities. Attendees who are interested in using the data for research purposes should have statistical
software (e.g., R or Stata) installed on their computers. The data and associated publications are publicly
available at http://seda.stanford.edu.
PDC21 Adapting Critical Pedagogy to Online Teacher Education
Instructors: Chelda Smith Kondo, Georgia Southern University; Katie Brkich, Georgia Southern University;
Calvin Walton, Georgia Southern University
Date: Sunday, April 19, 2020
Time: 8:00 a.m. - 12:00 p.m.
Fee: $75
This course addresses professional development issues related to preparing preservice teachers to
create and maintain caring, academically rigorous, and culturally and linguistically inclusive classrooms
where learners feel safe, valued, educated, and empowered, specifically in instances of online
instruction and supervision. The course includes a strong emphasis on developing knowledge about
program development, curriculum, admissions, policies, faculty development, field experiences, and
persisting challenges. Participants will engage in cooperative and experiential learning, peer teaching,
case-based learning, and group instruction. They will appraise one example of an online social justice
oriented Masters of Teaching degree program and construct resource drafts to replicate or improve a
similar program at their home institution. This course is designed for teacher educators or department
or college administrators interested in preparing culturally sustaining teachers through online
education. Ideally, participants will have experience preparing preservice teachers in initial certification
programs. Additionally, an understanding and appreciation for critical pedagogy is needed. We will
design a curriculum that addresses the fundamental elements in teacher preparation through a critical
lens; develop applicant selection criteria; design a retreat for faculty development and program
alignment; draft program-specific policies that are unique to the online platform; plan an orientation for
newly admitted students; and experience/simulate various social justice and pedagogy-oriented
activities. Participants will need laptops, knowledge of state policies on graduate programs for initial
certification, and knowledge of state requirements for certification assessments.
PDC22 Co-Decolonizing Research Methods: Toward Research Sustaining Indigenous and ‘Other’
Community Engaged Ways of Knowing
Instructors: Lorri Many Rivers Johnson Santamaría, Mixteco Indígena Community Organizing Project
(MICOP); Cristina Corrine Santamaria Graff, Indiana University - Purdue University at Indianapolis
Date: Sunday, April 19, 2020
Time: 8:00 a.m. - 12:00 p.m.
Fee: $75
For those interested or engaged in research produced by or serving Indigenous peoples or people of
Color in the United States directly or indirectly impacted by colonization, this course provides a way
forward toward authentic collaboration with stakeholders and interested parties. An interactive course,
it features lecture, group-work, and direct interactions with Mixteco/Indígena community members who
are active researchers serving their community as part of an authentic collaboration with state and
county funding partners. Latinx and Black/African American parents of children with dis/abilities in
Indiana will also share university/community-based co-created research efforts serving their
communities. The course aims to increase participants’ opportunities to co-plan, re-envision, and co-
create collaborative research opportunities with community stakeholders and organizations
representative of multilingual, migrant, Indigenous, Latinx, Black/African American, and dis/ability
perspectives considered. Participants will leave the course able to (1) reframe notions of traditional
research; (2) understand the importance of sacred space and “being” with communities pre-inquiry; (3)
support communities’ identification of community-serving research needs, questions, and approaches;
(4) co-create thought forms by sharing traditional research methods—allowing for adaptation, change,
or innovation; and (5) facilitate community-engaged research methods and efforts. The ideal audience
for this course includes graduate students, active researchers, and community members such as women
and underrepresented minoritized people interested in shifting power differentials in collaborative
research. There are no prerequisite skills or knowledge required. Potential assignments include three
readings made available by email to registrants prior to the course.
PDC23 Multimodal Analysis and Social Semiotics for Qualitative Analysis in Educational Research
Instructors: Mary B. McVee, University at Buffalo - SUNY; Lynn Shanahan, University at Buffalo - SUNY;
Ryan M. Rish, University at Buffalo - SUNY
Date: Sunday, April 19, 2020
Time: 8:00 a.m. - 12:00 p.m.
Fee: $75
A recent development in qualitative research has been increasing analysis of multimodality. This course
introduces scholars to multimodal analysis through the lens of social semiotics using diverse
perspectives from multimodal interactional analysis, multimodal narrative analysis, and multimodality
and nexus analysis. The target audience includes graduate students, early career scholars, and advanced
researchers who may have limited knowledge of multimodality and social semiotics and who wish to
learn about the theories and analytic techniques related to multimodality. This course is structured
around brief lectures related to an overview of theory and analytic techniques or approaches, followed
by course-style interactions and analysis of data or examples provided by the instructors. Before the
course, participants are encouraged to read “New London Group (1996), A Pedagogy of Multiliteracies:
Designing Social Futures,” Harvard Educational Review, 66(1), 60–92. However, the course will also be
suitable for those who already have some foundation in social semiotics and multimodality due to the
nature of the hands-on analysis.
PDC24 Using Factor Analysis for Survey Design and Validation
Instructors: Katherine Picho, Howard University; Marie Plaisime, Howard University
Date: Sunday, April 19, 2020
Time: 8:00 a.m. - 12:00 p.m.
Fee: $115
This course provides a primer on survey development and the use of factor analysis to validate surveys.
It is intended for educators (including administrators) and researchers at all levels, from novice to more
experienced, who are either developing, implementing, or contemplating the use of questionnaires for
research, program evaluation, or educational purposes. This course expounds on exploratory factor
analysis as a crucial tool in the instrument validation process. It includes interactive presentations, small-
group activities to practice skills, useful resource materials, and time for discussion with the instructor.
Attendees will require a laptop with SPSS or Stata.
PDC25 Assessment Development Practice within Automatic Item Generation Framework
Instructors: Jaehwa Choi, The George Washington University
Date: Monday, April 20, 2020
Time: 1:00 p.m. - 5:00 p.m.
Fee: $115
Automatic Item Generation (AIG) is an emerging research and innovative assessment development
approach where cognitive and psychometric theories are integrated into a comprehensive assessment
development framework for the purpose of generating massive and/or high-quality assessments via
various digital technologies. This course is intended as both a theoretical and practical introduction to
AIG. It is specifically designed for in-service or in-training psychometricians who wish to learn the
background, benefits, innovations, and practical applications of AIG. Psychometricians and other
research professionals directly involved in developing test items and managing tests may find this course
useful for expanding their present understanding of item and test development with AIG, especially with
technologically enhanced and innovative item types. The course specifically integrates a demonstration
and item modeling practice with the Computer Adaptive Formative Assessment AIG System to gain
practical experience with the process. Participants should have a sound understanding of basic concepts
of educational or psychological measurement, such as reliability, validity, test security, and the item
development and/or item validation process.
PDC26 Federal Education Policy as a Driver of Assessment Design and Practice (1960 to present)
Instructors: Daniel Lewis, ACT; Wes Bruce, Self-Employed
Date: Monday, April 20, 2020
Time: 8:00 a.m. - 12:00 p.m.
Fee: $115
This course provides early career education researchers with a historical understanding of assessment
design and practice in light of decades of federal education accountability policy. The instructors trace
national educational policy and initiatives, and the associated effects on assessment design and practice,
beginning just prior to President Johnson’s original enactment of the Elementary and Secondary
Education Act (ESEA), which established accountability requirements that have persisted through each
presidential administration, to the current Trump administration’s educational policies accompanying its
implementation of the Every Student Succeeds Act (ESSA). This course will highlight the key federal
policies of each presidential administration that resulted in the push for desegregation, equity and equal
access to quality education, world-class standards and states’ mandated adoption of academic content
standards, the notion of Adequate Yearly Progress in accountability systems, the rise of criterion-
referenced assessments, testing of all students on the same content standards, growth models,
widespread use of interim and formative assessments, the adoption of common standards, adaptive
testing, innovative item types, balanced assessment systems, the changing role of the federal
government in national and state education policy, and many other topics.
PDC27 Introduction to Latent Transition Analysis
Instructors: Karen L. Nylund-Gibson, University of California - Santa Barbara
Date: Monday, April 20, 2020
Time: 8:00 a.m. - 12:00 p.m.
Fee: $115
This course will provide an introduction to Latent Transition Analysis (LTA), the longitudinal extension of
the latent class analysis model. It will begin with a brief overview of the latent class analysis model and
the process of class enumeration, and then will focus mainly on the specification and estimation of the
latent transition analysis model. The course will be focused on the five basic model-building steps for
the LTA model, including selecting a measurement model, exploring for measurement invariance and
higher order effects, and then the inclusion of covariates and distal outcomes. An applied example will
be used throughout the course to highlight modeling ideas. Specification and estimation of all models in
the Mplus version 8.1 will be demonstrated throughout, and participants will be given electronic access
to all course materials. This course will be lecture-style and will be geared toward graduate students,
early career scholars, and advanced researchers familiar with latent variable modeling. Ideally,
participants will have prior knowledge of Mplus and will have a laptop to follow along with provided
lecture notes and Mplus code (though having Mplus is not necessary).
PDC28 Planning and Delivering Presentations that Move Organizational Stakeholders
Instructors: Norman Eng, The City College of New York
Date: Monday, April 20, 2020
Time: 8:00 a.m. - 12:00 p.m.
Fee: $75
Part of engaging organizational stakeholders is presenting our work to them. What is the most effective
way to do this? One idea is to apply “best practices” in teaching. This course allows emerging scholars to
identify and apply some of the best practices in teaching, such as understanding students’ needs and
making content relatable, in presentations to organizational stakeholders. This course aims to help
early- and mid-career scholars move audiences—particularly educational stakeholders—to act. Through
hands-on exercises, course participants will (1) develop a “profile” of their target audience, which helps
them better understand who they are communicating with; (2) take a topic they might present and boil
it down into its essentials, so stakeholders know exactly what to focus on and why it matters; (3) revamp
the traditional presentation outline (i.e., framework, hypotheses, methodology, results, implications) so
that it captures interest from beginning to end; and (4) use technology to engage full audience
participation. Participants should come prepared with a topic they might discuss in an oral or written
presentation.
PDC29 Validity Studies using Differential Item Functioning
Instructors: Youn-Jeng Choi, The University of Alabama
Date: Monday, April 20, 2020
Time: 1:00 p.m. - 5:00 p.m.
Fee: $115
This course is designed to provide the measurement methods for validity studies. Differential item
functioning was introduced as a new tool to evaluate evidence based on internal structure. The goals of
the course are to learn the fundamental concepts and methods of validity using differential item
functioning, so that participants can critically evaluate the uses of tests and other educational and
psychological assessment procedures. The target audience is graduate students and early career
scholars. Knowledge about basic concepts of IRT (e.g., item parameters, item parameter invariance, and
ICC), chi-square tests, and logistic regression are preferred but not required. The SAS and IRTLRDIF
programs will be used during the computer lab session.
PDC30 Writing an Application for an IES Research Grant
Instructors: Allen Ruby, Institute of Education Sciences; Erin Higgins, Institute of Education Sciences
Date: Monday, April 20, 2020
Time: 1:00 p.m. - 5:00 p.m.
Fee: By appointment
This course will provide instruction on writing successful grant applications to the Institute of Education
Sciences (IES) Education Research Grants Program (84.305A) and Special Education Research Grants
Program (84.324A). The course will focus on (1) the topics, (2) the project types, and (3) the four
sections of the Research Narrative (Significance, Research Plan, Personnel, and Resources) that comprise
the most important part of the IES grant application. Course leaders will introduce specific concepts and
examples of strategies for writing key sections of the Project Narrative (e.g., introduction to the
proposal, intervention description, theory of change, research design, analysis, and personnel), as well
as examples of common errors and how to avoid them. Participants will be asked to submit initial drafts
of some of these key sections and will work in small groups to revise them based on course leader and
participant feedback. Participants should be early career (e.g., postdocs, new faculty, early career
researchers) or more senior researchers who have not received an IES grant or served as a co-PI on an
IES grant. Participation in this course is by application only. Application details are available online.